As higher education (HE) strives for inclusivity and equity, rethinking the tutor-student dynamic is vital. Tutors, advisers, and support staff are central to creating a respectful, collaborative academic environment where students feel heard. David Ausubel aptly observed, “The most important single factor influencing learning is what the learner already knows.” This highlights the importance of valuing students’ prior knowledge in the advising interactions aimed at empowering students' educational development.
The Power of the Micro-Connection
In the hectic world of universities, we sometimes overlook or take for granted the human need for connection and the value of connections in shaping and moulding our experiences, relationships, and our wellbeing. Interactions with those around us can have a lasting impact, it can make your day, open lines of communication and create lasting bonds. For staff, connections can enhance our communities of practice which has been shown to be a powerful tool for professional development (MacPhail, 2014), reveal surprising links across institutions and encourage us to work in different ways. For students connections can create a sense of belonging, noted as critical to student retention (O'Keeffe, 2013), support wellbeing and make the learning experience more valuable and memorable.
Tutoring in Higher Education: How to better support students with learning disabilities
Lauren Hall, a student from York St John University, recently attended the 2021 UKAT Annual Conference. In this piece, she reflects on her learning from the conference and on a presentation which really stood out to her about how personal tutoring can really benefit all students, but especially those with learning disabilities.